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Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology

Author

Listed:
  • Diego García-Álvarez

    (Departamento de Ciencias del Comportamiento, Universidad Metropolitana, Caracas 1073, Venezuela
    Centro de Estudios de Psicología, Universidad de Montevideo, Montevideo 11600, Uruguay
    Asociación Jóvenes Fuertes Uruguay, Montevideo 11500, Uruguay)

  • María José Soler

    (Centro de Estudios de Psicología, Universidad de Montevideo, Montevideo 11600, Uruguay
    Asociación Jóvenes Fuertes Uruguay, Montevideo 11500, Uruguay)

  • Rubia Cobo-Rendón

    (Facultad de Psicología, Universidad del Desarrollo, Concepción 4030000, Chile)

  • Juan Hernández-Lalinde

    (Independent Researcher, Cúcuta 540001, Colombia)

Abstract

The COVID-19 educational crisis has generated both psychosocial risks and growth opportunities for teaching staff; these are challenges to be addressed from the perspective of sustainable development in SDG 3 Health and Well-being and SDG 4 Quality Education. During the pandemic, a character education training experience was carried out for principals and teacher coordinators, with the dual purpose of developing professional competencies for the application of positive psychology in educational centers and strengthening teacher well-being: specifically, dedication and enthusiasm in conjunction with personal resources such as self-efficacy and resilience. The multicomponent intervention based on positive psychology applied to education was carried out with a sample of 32 teaching coordinators and school principals (mean age 45.9 years; 93.75% female staff and 71.8% between 16 and 21 years of experience) from different departments in Uruguay. The results suggest that the intervention was effective, detecting higher scores in the post-test in self-efficacy (F = 18.17, p < 0.001, η 2 = 0.40), resilience (F = 13.41, p = 0.001, η 2 = 0.33), dedication and enthusiasm (F = 8.09, p = 0.008, η 2 = 0.23), and teacher training (F = 8.36, p = 0.007, η 2 = 0.24). It is concluded that the training program can provide an opportunity for improving teacher health and well-being, as well funcitoning as a device for promoting teacher professional development.

Suggested Citation

  • Diego García-Álvarez & María José Soler & Rubia Cobo-Rendón & Juan Hernández-Lalinde, 2023. "Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology," Sustainability, MDPI, vol. 15(13), pages 1-15, June.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:13:p:9852-:d:1175673
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    References listed on IDEAS

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    1. Yue Liu & Li Zhao & Yu-Sheng Su, 2022. "The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age," IJERPH, MDPI, vol. 19(10), pages 1-22, May.
    2. Nathalie Billaudeau & Stephanie Alexander & Louise Magnard & Sofia Temam & Marie-Noël Vercambre, 2022. "What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries," IJERPH, MDPI, vol. 19(15), pages 1-17, July.
    3. Kiran Saqib & Afaf Saqib Qureshi & Zahid Ahmad Butt, 2023. "COVID-19, Mental Health, and Chronic Illnesses: A Syndemic Perspective," IJERPH, MDPI, vol. 20(4), pages 1-13, February.
    4. Tzofnat Zadok-Gurman & Ronit Jakobovich & Eti Dvash & Keren Zafrani & Benjamin Rolnik & Ariel B. Ganz & Shahar Lev-Ari, 2021. "Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic," IJERPH, MDPI, vol. 18(7), pages 1-14, April.
    5. Karla Lobos & Rubia Cobo-Rendón & Diego García-Álvarez & Jorge Maldonado-Mahauad & Carola Bruna, 2023. "Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students," Sustainability, MDPI, vol. 15(3), pages 1-20, January.
    6. Susana Lucas-Mangas & Lorena Valdivieso-León & Ivette Margarita Espinoza-Díaz & Jordi Tous-Pallarés, 2022. "Emotional Intelligence, Psychological Well-Being and Burnout of Active and In-Training Teachers," IJERPH, MDPI, vol. 19(6), pages 1-10, March.
    7. Teresa Pozo-Rico & Raquel Gilar-Corbí & Andrea Izquierdo & Juan-Luis Castejón, 2020. "Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study," IJERPH, MDPI, vol. 17(22), pages 1-22, November.
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